ABSTRACT Education is in itself a project of Enlightenment. The critical theory of the Frankfurt School, whose origin and development bear the imprint of self-destructive social-cultural processes of modernity and of the Holocaust, can count as an attempt to continue the process of Enlightenment through radical self-criticism. The paper presents the approach of the first generation of critical theory and then Jurgen Habermas' critique of this approach and his reconstruction of critical theory in his theory of communicative action. Special emphasis (...) is laid on the discussion of the ethical implications of human communication. From this background the paper enquires what significance these reflections could have for a revised concept of education. (shrink)

Vor allem die prophetischen Texte versteht er als dramatisch inszenierende Rede, deren Dramatik allerdings nicht von einer Aufführungspraxis abhängt. Der Titel "Gottes Wahrnehmungen" ist aber noch in einem andern Sinn zu verstehen.

Reasoning about change is a central issue in research on human and robot planning. We study an approach to reasoning about action and change in a dynamic logic setting and provide a solution to problems which are related to the Frame problem. Unlike most work on the frame problem the logic described in this paper is monotonic. It (implicitly) allows for the occurrence of actions of multiple agents by introducing non-stationary notions of waiting and test. The need to state a (...) large number of frame axioms is alleviated by introducing a concept of chronological preservation to dynamic logic. As a side effect, this concept permits the encoding of temporal properties in a natural way. We compare the relative merits of our approach and non-monotonic approaches as regards different aspects of the frame problem. Technically, we show that the resulting extended systems of propositional dynamic logic preserve (weak) completeness, finite model property and decidability. (shrink)

Gewürdigt wird die Philosophie, die Karl Löwith in der Weimarer Zeit formuliert hat. Es wird gezeigt, wie Löwith zwischen Existenzphilosophie und marxistischer Theorie und aus den Wurzeln des 19. Jahrhunderts eine anthropologische Philosophie entwickelte.

This essay will inform the reader about Kant’s views on mathematics and aesthetics. It will also critically discuss these views and offer further suggestions and personal opinions from the author’s side. Kant (1724-1804) was not a mathematician, nor was he an artist. One must even admit that he had little understanding of higher mathematics and that he did not have much of a theory that could be called a “philosophy of mathematics” either. But he formulated a very influential aesthetic theory (...) that is contained in his “Critique of the Power of Aesthetic Judgment” (1790), and his views on mathematics, especially those that compare it with philosophy, are distinctive and worthy of our attention. Hence, combining mathematics and aesthetics, asking whether mathematics can be beautiful and why and how it can or cannot be so called, according to Kant’s theory, will be particularly interesting. This essay has three parts: it discusses mathematics, aesthetics, and the aesthetics of mathematics, primarily in Kantian perspectives but also in ways that critically evaluate those perspectives. (shrink)